Embracing Early Reading incorporates and includes

ALL FIVE of the ESSENTIAL COMPONENTS
for the most effective reading instruction!

 

 

The National Reading Panel (NRP) conducted a study in order to assess the effectiveness of different approaches used to teach reading. 
Their findings, presented in the Report of the National Reading Panel,
list five essential components that are used in the most effective reading instruction: 

· phonemic awareness

· phonics

· fluency

· vocabulary development

· comprehension

Embracing Early Reading incorporates and includes

ALL of the BEST PRACTICES for reading instruction!

 

In the published research of the National Council of Teachers of English (NCTE), New Policy Guidelines for Reading: Connecting Research and Practice, key qualities and characteristics of “best practice” in reading instruction are described.  Their research identifies the following beliefs and practices for “best practice” in reading instruction:

· reading is a process

· reading means getting meaning from print

· reading is the best practice for reading improvement

· the goal of teaching word analysis is meaning

· reading instruction and activities should be provided for pre-reading,

    during-reading, and post-reading

· less time should be spent completing workbooks and skill sheets

· reading instruction should include writing experiences

Embracing Early Reading meets and EXCEEDS ALL four of the GUIDELINES for providing effective reading instruction and improving reading ability!

 

The International Reading Association (IRA) recommends that consumers consider four questions when making decisions about programs and materials designed to teach reading or improve reading ability:

1. Do printed promotional materials or testimonials for the programs promise a “quick fix” or guarantee success?  If they do, research data should be available.

2.  Do the materials profess to be “self-teaching,” with the learner expected to work independently with little monitoring of his learning?  If so, the reader may not receive adequate guidance and errors and   misunderstandings may be repeated or compounded. 

3.  Do the materials include minimal or no opportunities for reading whole stories and informational texts?  If such opportunities are lacking, the reader may not receive sufficient practice to become fluent. 

4.  Do the materials approach reading as skills to be practiced, independent of meaningful and interesting texts?  If so, they may not help readers comprehend and become interested in reading for a variety of purposes.